Article Per Year (5 Year)
p-Index From 2021 - 2026
1.116
P-Index
This Author published in this journals
All Journal Jurnal Inventa TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan JPPG Ludi Litterarri Journal of Gemilang
Laila Nursafitri
STAI Darussalam Lampung
Religion Humanities Education Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
MODALITAS BELAJAR MAHASISWA PRODI PAI STAI DARUSSALAM LAMPUNG DITINJAU DARI GAYA BELAJAR Laila Nursafitri; Nur Indah Sari; Taman Firdaus
TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Vol 6 No 2 (2022): Oktober
Publisher : LP2M IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/tadjid.v6i2.1090

Abstract

Learning modality is a key to success in learning. Therefore, it is important to understand it so that effective learning can be carried out. This study aims to identify the learning modalities of the PAI STAI Darussalam Lampung students based on learning styles. This study uses descriptive research methods. The research sample was 35 students from the Islamic Religious Education study program (PAI). Using simple random sampling technique in sampling. Data was collected using a VARK (Visual, Aural, Read, Kinesthetic) questionnaire. Data analysis is presented in percentage. The results showed that the students of the Islamic Education Study Program (PAI) STAI Darussalam Lampung had several combinations of learning styles. The learning styles consist of 74.28% VARK (Visual – Aural – Read – Kinsesthetic), 2.85% VRK (Visual – Read –Kinsesthetic) combination, 5.71% VAK (Visual – Aural-Kinsesthetic) combination, the combination of ARK (Aural – Read –Kinsesthetic) was 5.71%, the combination of AK (Aural – Kinsesthetic) was 5.71%, and the combination of VK (Visual – Kinsesthetic) was 5.71%. The discussion of this study recommends learning that is suitable for students' learning modalities where they tend to have more than one type of learning style.
PENGEMBANGAN MEDIA ULAR TANGGA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) BAGI SISWA SEKOLAH DASAR DI LAMPUNG TIMUR Laila Nursafitri; Arif Mahya Fanny; M. Haris Hermanto; Ikhsan Irsyadi; Asfah Nur Halimah; Syarifatul Hidayah
INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 7 No 1 (2023): Inventa: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/inventa.7.1.a7978

Abstract

Pembelajaran yang membosankan akan berpengaruh terhadap prestasi belajar siswa. Oleh sebab itu pengemasan pembelajaran perlu dilakukan dengan cara yang lebih kreatif, diantaranya menggunakan permainan. Permainan sebagai media pembelajaran dapat memberikan nuansa baru sehingga siswa tertarik untuk belajar. Penelitian ini bertujuan untuk mengembangkan media ular tangga untuk meningkatkan prestasi belajar pada mata pelajaran Pendidikan Agama Islam (PAI) bagi siswa Sekolah Dasar di Lampung Timur. Penelitian ini menggunakan model pengembangan Hannafin dan Peck, yang terdiri dari (1) analisis kebutuhan (needs asessment); (2) desain (design); dan (3) pengembangan/implementasi (develop/implement). Instrumen penelitian terdiri dari angket validasi media, angket validasi materi, angket respon siswa, soal pretes dan postes. Validasi media melibatkan dua validator dalam bidang Pendidikan Agama Islam. Uji coba media dilakukan secara terbatas. Uji coba media melibatkan delapan orang siswa kelas II SD Alam Azzahra Lampung Timur. Penelitian ini menghasilkan media ular tangga yang masuk pada kategori layak. Hasil uji coba terbatas menunjukkan bahwa media ular tangga ini dapat meningkatkan prestasi belajar siswa SD.
PROSES PEMBELAJARAN TATAP MUKA DI TENGAH WABAH COVID-19 DI MTS AL-IMAN WAY JEPARA: Muhamad Juana dan Laila Nursafitri Muhamad Juana; Laila Nursafitri
JPPG : Jurnal Pengembangan Profesi Guru Vol. 1 No. 1 (2022): Pendidikan dan Moderasi dalam Islam
Publisher : LPPM STAI Darussalam Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract This study aims to examine the face-to-face learning process at MTs Al-Iman Way Jepara during the Covid-19 pandemic. The data from this study were obtained from observation, interviews, and documentation. The results of this study indicate that the face-to-face learning process has a positive impact on students, such as students receiving direct guidance from the teacher, students can socialize well among friends, and students can take advantage of school facilities. Meanwhile, the face-to-face learning process applied at MTs Al-Iman during this pandemic is generally still the same as that applied on normal days, it's just that the difference is that the time allocation is simplified / accelerated. This is considering the Health protocol that has been implemented by the government. The contribution of this research to education in Indonesia is to provide an overview of the National Education Institution of the importance of face-to-face learning. Given that it has been one year students have not enjoyed the learning process in the classroom
Enhancing Numeracy Literacy of Prospective Primary School Teachers through the Realistic Mathematics Education Approach in Teaching Practice Laila Nursafitri
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/f2nkrw88

Abstract

This study examines how the Realistic Mathematics Education approach enhances numeracy literacy among prospective primary school teachers by synthesizing findings from recent empirical studies. The analysis demonstrates that RME significantly strengthens conceptual understanding, contextual reasoning, and mathematical communication by grounding instruction in meaningful real-life situations. Evidence indicates that RME promotes active engagement, higher-order thinking, and durable numeracy competence, particularly when integrated with ethnomathematics, digital tools, or project-based learning. However, the findings also highlight persistent challenges, including limited teacher readiness, difficulties in designing contextual tasks, and gaps between university instruction and school practices. These challenges underscore the need for structured coaching, curriculum alignment, and supportive institutional environments. The study concludes that enhancing numeracy literacy through RME requires comprehensive reforms across curriculum design, pedagogical strategies, and national policy frameworks. Such systemic integration ensures that future teachers acquire the professional and pedagogical skills necessary for delivering effective numeracy instruction
Project-Based Learning Trends in Early Childhood Education: Building Children's Creativity and Independence Laila Nursafitri
Journal of Gemilang Vol. 2 No. 2 (2025): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/7tdtnp94

Abstract

This study aims to describe the implementation of Project-Based Learning (PjBL) in Early Childhood Education (PAUD) and analyze its influence on the development of children's creativity and independence. The method used is descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, and documentation of teachers, students, and parents in several PAUD institutions. The results of the study indicate that the implementation of PjBL can stimulate children's creativity through exploratory activities and the creation of real works relevant to their world. In addition, children show increased independence in completing tasks, making decisions, and being responsible for project results. The role of teachers as facilitators and parental involvement greatly influence the success of PjBL implementation. Despite facing several challenges, such as limited resources and teacher understanding, project-based learning has proven to be an effective and enjoyable approach in building character in early childhood.
Holistic Learning Strategies in Early Childhood Education: Developing Children's Emotional Intelligence and Creativity Laila Nursafitri
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/5f0xzw54

Abstract

Holistic learning has gained increasing prominence in early childhood education due to its capacity to integrate emotional, social, sensory, and cognitive experiences into meaningful developmental pathways. This study investigates how holistic learning strategies foster emotional intelligence and creativity in young children through a systematic literature review of 35 peer reviewed studies published in the last decade. The findings indicate that arts-based learning, nature-based experiential learning, digital and interactive mediation, and social-cooperative learning consistently strengthen emotional awareness, empathy, self-regulation, curiosity, imagination, and divergent thinking. Sustainability, however, requires strong curriculum policy alignment, teacher readiness, parental collaboration, cultural value support, and leadership commitment to holistic pedagogy. This study contributes by synthesizing a conceptual framework that identifies the core components and institutional supports necessary for holistic programs to effectively develop emotional intelligence and creativity in early childhood
Co-Authors Arif Mahya Fanny Asfah Nur Halimah Ikhsan Irsyadi M. Haris Hermanto Muhamad Juana Nur Indah Sari Syarifatul Hidayah Taman Firdaus